Early Warning, Timely Response
A Guide to Safe Schools
Section 4: What To Do
Intervention: Getting Help for Troubled Children
Prevention approaches have proved effective in enabling school communities
to decrease the frequency and intensity of behavior problems. However, prevention programs
alone cannot eliminate the problems of all students. Some 5 to 10 percent of students will
need more intensive interventions to decrease their high-risk behaviors, although the
percentage can vary among schools and communities.
What happens when we recognize early warning signs in a child?
The message is clear: It's okay to be concerned when you notice warning signs in a
child-and it's even more appropriate to do something about those concerns. School
communities that encourage staff, families, and students to raise concerns about observed
warning signs--and that have in place a process for getting help to troubled children once
they are identified--are more likely to have effective schools with reduced disruption,
bullying, fighting, and other forms of aggression.
Principles Underlying Intervention
Violence prevention and response plans should consider both prevention and intervention.
Plans also should provide all staff with easy access to a team of specialists trained in
evaluating serious behavioral and academic concerns. Eligible students should have access
to special education services, and classroom teachers should be able to consult school
psychologists, other mental health specialists, counselors, reading specialists, and
special educators.
Effective practices for improving the behavior of troubled children are well documented in
the research literature. Research has shown that effective interventions are culturally
appropriate, family-supported, individualized, coordinated, and monitored. Further,
interventions are more effective when they are designed and implemented consistently over
time with input from the child, the family, and appropriate professionals. Schools also
can draw upon the resources of their community to strengthen and enhance intervention
planning.
When drafting a violence prevention and response plan, it is helpful to consider certain
principles that research or expert-based experience show have a significant impact on
success. The principles include:
- Share responsibility by establishing a partnership with the child, school, home, and
community. Coordinated service systems should be available for children who are at
risk for violent behavior. Effective schools reach out to include families and the entire
community in the education of children. In addition, effective schools coordinate and
collaborate with child and family service agencies, law enforcement and juvenile justice
systems, mental health agencies, businesses, faith and ethnic leaders, and other community
agencies.
- Inform parents and listen to them when early warning signs are observed. Parents
should be involved as soon as possible. Effective and safe schools make persistent efforts
to involve parents by: informing them routinely about school discipline policies,
procedures, and rules, and about their children's behavior (both good and bad); involving
them in making decisions concerning schoolwide disciplinary policies and procedures; and
encouraging them to participate in prevention programs, intervention programs, and crisis
planning. Parents need to know what school-based interventions are being used with their
children and how they can support their success.
- Maintain confidentiality and parents' rights to privacy. Parental involvement and
consent is required before personally identifiable information is shared with other
agencies, except in the case of emergencies or suspicion of abuse. The Family
Educational Rights and Privacy Act (FERPA), a federal law that addresses the privacy
of education records, must be observed in all referrals to or sharing of information with
other community agencies. Furthermore, parent-approved interagency communication must be
kept confidential. FERPA does not prevent disclosure of personally identifiable
information to appropriate parties--such as law enforcement officials, trained medical
personnel, and other emergency personnel--when responsible personnel determine there is an
acute emergency (imminent danger).
- Develop the capacity of staff, students, and families to intervene. Many school
staff members are afraid of saying or doing the wrong thing when faced with a potentially
violent student. Effective schools provide the entire school community--teachers,
students, parents, support staff--with training and support in responding to imminent
warning signs, preventing violence, and intervening safely and effectively. Interventions
must be monitored by professionals who are competent in the approach. According to
researchers, programs do not succeed without the ongoing support of administrators,
parents, and community leaders.
- Support students in being responsible for their actions. Effective school
communities encourage students to see themselves as responsible for their actions, and
actively engage them in planning, implementing, and evaluating violence prevention
initiatives.
- Simplify staff requests for urgent assistance. Many school systems and community
agencies have complex legalistic referral systems with timelines and waiting lists.
Children who are at risk of endangering themselves or others cannot be placed on waiting
lists.
- Make interventions available as early as possible. Too frequently, interventions
are not made available until the student becomes violent or is adjudicated as a youthful
offender. Interventions for children who have reached this stage are both costly,
restrictive, and relatively inefficient. Effective schools build mechanisms into their
intervention processes to ensure that referrals are addressed promptly, and that feedback
is provided to the referring individual.
- Use sustained, multiple, coordinated interventions. It is rare that children are
violent or disruptive only in school. Thus, interventions that are most successful are
comprehensive, sustained, and properly implemented. They help families and staff work
together to help the child. Coordinated efforts draw resources from community agencies
that are respectful of and responsive to the needs of families. Isolated, inconsistent,
short-term, and fragmented interventions will not be successful-and may actually do harm.
- Analyze the contexts in which violent behavior occurs. School communities can
enhance their effectiveness by conducting a functional analysis of the factors that set
off violence and problem behaviors. In determining an appropriate course of action,
consider the child's age, cultural background, and family experiences and values.
Decisions about interventions should be measured against a standard of reasonableness to
ensure the likelihood that they will be implemented effectively.
- Build upon and coordinate internal school resources. In developing and
implementing violence prevention and response plans, effective schools draw upon the
resources of various school-based programs and staff--such as special education, safe and
drug free school programs, pupil services, and Title I.
Violent behavior is a problem for everyone. It is a normal response to become angry or
even frightened in the presence of a violent child. But, it is essential that these
emotional reactions be controlled. The goal must always be to ensure safety and seek help
for the child.
Intervening
Early with Students Who Are at Risk for Behavioral Problems
The incidence of violent acts against students or staff is low. However, pre-violent
behaviors-such as threats, bullying, and classroom disruptions-are common. Thus, early
responses to warning signs are most effective in preventing problems from escalating.
Intervention programs that reduce behavior problems and related school violence typically
are multifaceted, long-term, and broad reaching. They also are rigorously implemented.
Effective early intervention efforts include working with small groups or individual
students to provide direct support, as well as linking children and their families to
necessary community services and/or providing these services in the school.
Examples of early intervention components that work include:
- Providing training and support to staff, students, and families in understanding factors
that can set off and/or exacerbate aggressive outbursts.
- Teaching the child alternative, socially appropriate replacement responses-such as
problem solving and anger control skills.
- Providing skill training, therapeutic assistance, and other support to the family
through community-based services.
- Encouraging the family to make sure that firearms are out of the child's immediate
reach. Law enforcement officers can provide families with information about safe firearm
storage as well as guidelines for addressing children's access to and possession of
firearms.
In some cases, more comprehensive early interventions are called for to address the
needs of troubled children. Focused, coordinated, proven interventions reduce violent
behavior. Following are several comprehensive approaches that effective schools are using
to provide early intervention to students who are at risk of becoming violent toward
themselves or others.
Intervention Tactic: Teaching Positive Interaction Skills
Although most schools do teach positive social interaction skills indirectly, some have
adopted social skills programs specifically designed to prevent or reduce antisocial
behavior in troubled children. In fact, the direct teaching of social problem solving and
social decision making is now a standard feature of most effective drug and violence
prevention programs. Children who are at risk of becoming violent toward themselves or
others need additional support. They often need to learn interpersonal, problem solving,
and conflict resolution skills at home and in school. They also may need more intensive
assistance in learning how to stop and think before they react, and to listen effectively.
Intervention Tactic: Providing Comprehensive Services
In some cases, the early intervention may involve getting services to families. The
violence prevention and response team together with the child and family designs a
comprehensive intervention plan that focuses on reducing aggressive behaviors and
supporting responsible behaviors at school, in the home, and in the community. When
multiple services are required there also must be psychological counseling and ongoing
consultation with classroom teachers, school staff, and the family to ensure intended
results occur. All services-including community services-must be coordinated and progress
must be monitored and evaluated carefully.
Intervention Tactic: Referring the Child for Special Education Evaluation
If there is evidence of persistent problem behavior or poor academic achievement, it may
be appropriate to conduct a formal assessment to determine if the child is disabled and
eligible for special education and related services under the Individuals with
Disabilities Education Act (IDEA). If a multidisciplinary team determines that the
child is eligible for services under the IDEA, an individualized educational program (IEP)
should be developed by a team that includes a parent, a regular educator, a special
educator, an evaluator, a representative of the local school district, the child (if
appropriate), and others as appropriate. This team will identify the support necessary to
enable the child to learn-including the strategies and support systems necessary to
address any behavior that may impede the child's learning or the learning of his or her
peers.
Providing
Intensive, Individualized Interventions for Students with Severe Behavioral Problems
Children who show dangerous patterns and a potential for more serious violence usually
require more intensive interventions that involve multiple agencies, community-based
service providers, and intense family support. By working with families and community
services, schools can comprehensively and effectively intervene.
Effective individualized interventions provide a range of services for students. Multiple,
intensive, focused approaches used over time can reduce the chances for continued offenses
and the potential for violence. The child, his or her family, and appropriate school staff
should be involved in developing and monitoring the interventions.
Nontraditional schooling in an alternative school or therapeutic facility may be required
in severe cases where the safety of students and staff remains a concern, or when the
complexity of the intervention plan warrants it. Research has shown that effective
alternative programs can have long-term positive results by reducing expulsions and court
referrals. Effective alternative programs support students in meeting high academic and
behavioral standards. They provide anger and impulse control training, psychological
counseling, effective academic and remedial instruction, and vocational training as
appropriate. Such programs also make provisions for active family involvement. Moreover,
they offer guidance and staff support when the child returns to his or her regular school.
Providing a
Foundation To Prevent and Reduce Violent Behavior
Schoolwide strategies create a foundation that is more responsive to children in general--one
that makes interventions for individual children more effective and efficient.
Effective and safe schools are places where there is strong leadership, caring faculty,
parent and community involvement--including law enforcement officials--and student
participation in the design of programs and policies. Effective and safe schools also are
places where prevention and intervention programs are based upon careful assessment of
student problems, where community members help set measurable goals and objectives, where
research-based prevention and intervention approaches are used, and where evaluations are
conducted regularly to ensure that the programs are meeting stated goals. Effective and
safe schools are also places where teachers and staff have access to qualified consultants
who can help them address behavioral and academic barriers to learning.
Effective schools ensure that the physical environment of the school is safe, and that
schoolwide policies are in place to support responsible behaviors.
Characteristics of a Safe Physical Environment
Prevention starts by making sure the school campus is a safe and caring place. Effective
and safe schools communicate a strong sense of security. Experts suggest that school
officials can enhance physical safety by:
- Supervising access to the building and grounds.
- Reducing class size and school size.
- Adjusting scheduling to minimize time in the hallways or in potentially dangerous
locations. Traffic flow patterns can be modified to limit potential for conflicts or
altercations.
- Conducting a building safety audit in consultation with school security personnel and/or
law enforcement experts. Effective schools adhere to federal, state, and local
nondiscrimination and public safety laws, and use guidelines set by the state department
of education.
- Closing school campuses during lunch periods.
- Adopting a school policy on uniforms.
- Arranging supervision at critical times (for example, in hallways between classes) and
having a plan to deploy supervisory staff to areas where incidents are likely to occur.
- Prohibiting students from congregating in areas where they are likely to engage in
rule-breaking or intimidating and aggressive behaviors.
- Having adults visibly present throughout the school building. This includes encouraging
parents to visit the school.
- Staggering dismissal times and lunch periods.
- Monitoring the surrounding school grounds-including landscaping, parking lots, and bus
stops.
- Coordinating with local police to ensure that there are safe routes to and from school.
In addition to targeting areas for increased safety measures, schools also should
identify safe areas where staff and children should go in the event of a crisis.
The physical condition of the school building also has an impact on student attitude,
behavior, and motivation to achieve. Typically, there tend to be more incidents of
fighting and violence in school buildings that are dirty, too cold or too hot, filled with
graffiti, in need of repair, or unsanitary.
Characteristics of Schoolwide Policies that Support Responsible Behavior
The opportunities for inappropriate behaviors that precipitate violence are greater in a
disorderly and undisciplined school climate. A growing number of schools are discovering
that the most effective way to reduce suspensions, expulsions, office referrals, and other
similar actions--strategies that do not result in making schools safer--is to emphasize a
proactive approach to discipline.
Effective schools are implementing schoolwide campaigns that establish high expectations
and provide support for socially appropriate behavior. They reinforce positive behavior
and highlight sanctions against aggressive behavior. All staff, parents, students, and
community members are informed about problem behavior, what they can do to counteract it,
and how they can reinforce and reward positive behavior. In turn, the entire school
community makes a commitment to behaving responsibly.
Effective and safe schools develop and consistently enforce schoolwide rules that are
clear, broad-based, and fair. Rules and disciplinary procedures are developed
collaboratively by representatives of the total educational community. They are
communicated clearly to all parties-but most important, they are followed consistently by
everyone.
School communities that have undertaken schoolwide approaches do the following things:
- Develop a schoolwide disciplinary policy that includes a code of conduct, specific rules
and consequences that can accommodate student differences on a case-by-case basis when
necessary. (If one already exists, review and modify it if necessary.) Be sure to include
a description of school anti-harassment and anti-violence policies and due process rights.
- Ensure that the cultural values and educational goals of the community are reflected in
the rules. These values should be expressed in a statement that precedes the schoolwide
disciplinary policy.
- Include school staff, students, and families in the development, discussion, and
implementation of fair rules. Provide schoolwide and classroom support to implement these
rules. Strategies that have been found to support students include class discussions,
schoolwide assemblies, student government, and participation on discipline teams. In
addition, peer mediation and conflict resolution have been implemented widely in schools
to promote a climate of nonviolence.
- Be sure consequences are commensurate with the offense, and that rules are written and
applied in a nondiscriminatory manner and accommodate cultural diversity.
- Make sure that if a negative consequence (such as withdrawing privileges) is used, it is
combined with positive strategies for teaching socially appropriate behaviors and with
strategies that address any external factors that might have caused the behavior.
- Include a zero tolerance statement for illegal possession of weapons, alcohol, or drugs.
Provide services and support for students who have been suspended and/or expelled.
Recognizing the warning signs and responding with comprehensive interventions allows us
to help children eliminate negative behaviors and replace them with positive ones. Active
sharing of information and a quick, effective response by the school community will ensure
that the school is safer and the child is less troubled and can learn.
"Partnerships with local community agencies have created a safer school and
community." Sally Baas, Educator, Coon Rapids, MN
"Students should feel a sense of responsibility to inform someone if they're
made aware of an individual who may perform a violent act. They should not feel like they
are tattle telling, but more in the sense of saving someone's life. Students should have a
role on the school's violence prevention and response team because they know what points
of student life and school to target." Elsa Quiroga, Graduate of Mount Eden
High School and Student, University of California at Berkeley
Tips for Parents
Parents can help create safe schools. Here are some ideas that parents in other
communities have tried:
- Discuss the school's discipline policy with your child. Show your support for the rules,
and help your child understand the reasons for them.
- Involve your child in setting rules for appropriate behavior at home.
- Talk with your child about the violence he or she sees-on television, in video games,
and possibly in the neighborhood. Help your child understand the consequences of violence.
- Teach your child how to solve problems. Praise your child when he or she follows
through.
- Help your child find ways to show anger that do not involve verbally or physically
hurting others. When you get angry, use it as an opportunity to model these appropriate
responses for your child-and talk about it.
- Help your child understand the value of accepting individual differences.
- Note any disturbing behaviors in your child. For example, frequent angry outbursts,
excessive fighting and bullying of other children, cruelty to animals, fire setting,
frequent behavior problems at school and in the neighborhood, lack of friends, and alcohol
or drug use can be signs of serious problems. Get help for your child. Talk with a trusted
professional in your child's school or in the community.
- Keep lines of communication open with your child-even when it is tough. Encourage your
child always to let you know where and with whom he or she will be. Get to know your
child's friends.
- Listen to your child if he or she shares concerns about friends who may be exhibiting
troubling behaviors. Share this information with a trusted professional, such as the
school psychologist, principal, or teacher.
- Be involved in your child's school life by supporting and reviewing homework, talking
with his or her teacher(s), and attending school functions such as parent conferences,
class programs, open houses, and PTA meetings.
- Work with your child's school to make it more responsive to all students and to all
families. Share your ideas about how the school can encourage family involvement, welcome
all families, and include them in meaningful ways in their children's education.
- Encourage your school to offer before- and after-school programs.
- Volunteer to work with school-based groups concerned with violence prevention. If none
exist, offer to form one.
- Find out if there is a violence prevention group in your community. Offer to participate
in the group's activities.
- Talk with the parents of your child's friends. Discuss how you can form a team to ensure
your children's safety.
- Find out if your employer offers provisions for parents to participate in school
activities.
"Our school system has created a student services team-including the principal,
a special educator, the school psychologist, other behavioral support personnel, the child
development specialist, and others-that meets weekly to address safety and success for all
students. Our teachers and families have easy access to this team. As part of our plan, we
conduct a campus-by-campus risk assessment in coordination with city, county, and state
law enforcement agencies. We provide interventions for children who are troubled and
connect them and their families to community agencies and mental health
services." Lee Patterson, Assistant Superintendent, Roseberg, OR
Action Steps for Students
There is much students can do to help create safe schools. Talk to your teachers,
parents, and counselor to find out how you can get involved and do your part to make your
school safe. Here are some ideas that students in other schools have tried:
- Listen to your friends if they share troubling feelings or thoughts. Encourage them to
get help from a trusted adult-such as a school psychologist, counselor, social worker,
leader from the faith community, or other professional. If you are very concerned, seek
help for them. Share your concerns with your parents.
- Create, join, or support student organizations that combat violence, such as
"Students Against Destructive Decisions" and "Young Heroes Program."
- Work with local businesses and community groups to organize youth-oriented activities
that help young people think of ways to prevent school and community violence. Share your
ideas for how these community groups and businesses can support your efforts.
- Organize an assembly and invite your school psychologist, school social worker, and
counselor-in addition to student panelists-to share ideas about how to deal with violence,
intimidation, and bullying.
- Get involved in planning, implementing, and evaluating your school's violence prevention
and response plan.
- Participate in violence prevention programs such as peer mediation and conflict
resolution. Employ your new skills in other settings, such as the home, neighborhood, and
community.
- Work with your teachers and administrators to create a safe process for reporting
threats, intimidation, weapon possession, drug selling, gang activity, graffiti, and
vandalism. Use the process.
- Ask for permission to invite a law enforcement officer to your school to conduct a
safety audit and share safety tips, such as traveling in groups and avoiding areas known
to be unsafe. Share your ideas with the officer.
- Help to develop and participate in activities that promote student understanding of
differences and that respect the rights of all.
- Volunteer to be a mentor for younger students and/or provide tutoring to your peers.
- Know your school's code of conduct and model responsible behavior. Avoid being part of a
crowd when fights break out. Refrain from teasing, bullying, and intimidating peers.
- Be a role model-take personal responsibility by reacting to anger without physically or
verbally harming others.
- Seek help from your parents or a trusted adult--such as a school psychologist, social
worker, counselor, teacher--if you are experiencing intense feelings of anger, fear,
anxiety, or depression.
"Since we developed the high school peer mediation program, we have seen a
decline in physical fights. We are defusing potentially dangerous situations." Terry
Davis, School Psychologist, Natick, MA
"Everyone is trained to use consistent language. We remind students to stop and
think. Students also know we will always follow through if they make poor behavioral
choices. As a result, we have been able to diffuse violent situations." Annette
Lambeth, Assistant Principal, Chester County, PA
"Appropriate behavior and respect for others are emphasized at all times.
However, despite our best efforts, unfortunate incidents do occur. When they do, it is our
responsibility to provide appropriate support to meet the needs of every child." Carol
S. Parham, Superintendent of Schools, Anne Arundel County, MD
"The police are a school's greatest community asset when effectively preventing
and responding to school violence. Building a relationship with law enforcement
strengthens the school's ability to ensure safety." Gil Kerlikowske, former
Police Commissioner, Buffalo, NY
"Everyone follows the same discipline plan. Everyone-including the lunch room
workers and custodians-works as a team. There are always times when children forget the
rules. But there is immediate intervention by faculty and staff, and even other children.
The responsibility is on the students." Anna Allred, Parent, Lakeland, FL
"It is necessary to provide training and support to staff. We have provided
inservices on behavior management systems that are effective in regular classroom
settings. These inservices have been of great benefit. Numerous schools throughout our
district presently use stop and think, conflict resolution, and peer mediation." Denise
Conrad, Teacher, Toledo, OH
Source: U.S. Department of Education
August 1998
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